Antioxidant effect ofPhyllanthus emblica fruits on healing of indomethacin induced gastric ulcer in rats

Post-treatment of the indomethacin induced ulcerated rats at the optimal dose of 100 mg/kg body-wt. orally for 7 consecutive days with the lyophilized aqueous extract of the fruits ofPhyllanthus emblica L. syn.Emblica officinalis Gaertn. (Euphorbiaceae) exhibited highly significant (p<0.001) enhancement of secretion of catalase, reduced glutathione and decrease in malonyldialdehyde (MDA). Furthermore, the gross morphological observation and highly significant (p<0.001) decrease of ulcer index (81.43%) indicated healing effect of the extract on gastric ulcer.     

When the going gets tough: Direct,buffering and indirect effects of social support on turnover intention

We examined the role of social support in turnover intention among new teachers. First, we tested and found evidence for a direct negative relationship between social support and turnover intention. Second, we tested the social support buffer hypothesis, and found that teachers with higher social support had lower turnover intention in the face of higher workload, compared to teachers with lower support. Third, we examined a mediational hypothesis, and found that social support acts indirectly, through job satisfaction in relation to turnover intention. These findings suggest that social support can be a valuable resource for new teachers.     

Negotiating spaces: the in-betweeness of becoming a teacher

Pre-service teachers move through multiple learning communities during teacher education programs, arguably emerging as authentic insiders in teaching culture. In this case study, a critical perspective is offered by Ann, a First Nations learner who described her experience of teacher education, and how she came to question different aspects of her university program and practicum assignment which challenged her understandings of self. The experiences of pre-service teachers like Ann are often hidden from view, and what they perceive as shortcomings in programming are often unseen within institutional contexts. Ann articulated numerous gaps that still reside within teacher culture despite structures that are in place to address such gaps. The situated knowledge of pre-service teachers can offer alternative perspectives to guide the future of teacher education by drawing attention to shifts underway among students that will change the nature of professional practice.     

A novel control strategy for load converter of DC isolated distribution system under unbalanced loading conditions

A novel control strategy for the load converter supplying the unbalanced AC load in a DC isolated distribution system is presented. The control algorithm results in balanced and sinusoidal load voltages under unbalanced AC loading. The unbalanced load is characterized in the d-q-0 rotating coordinate based on symmetrical sequence components. Also, the mathematical model of the load converter in both a-b-c and d-q-0 coordinates is derived by using the average large signal model. Then, two control strategies for the load converter are presented. The first one uses the conventional d-q-0 controller to ensure the voltage and current regulation. The second one is a newly proposed control strategy based on the decomposition of the voltage and current into in- stantaneous positive, negative, and zero sequences. These three sequences are controlled independently in their own reference frames as DC signals. The performance of the load converter using these two control strategies is compared. Simulation results show the validity and capability of the newly proposed control strategy.     

Examining Effectiveness and Validity of Accommodations for English Language Learners in Mathematics: An Evidence-Based Computer Accommodation Decision System

Research indicates that the performance-gap between English Language Learners (ELLs) and their non-ELL peers is partly due to ELLs' difficulty in understanding assessment language. Accommodations have been shown to narrow this performance-gap, but many accommodations studies have not used a randomized design and are based on relatively small sample sizes. Addressing such issues, we administered a standard-based mathematics assessment to approximately 3,000 Grade 9 ELL and non-ELL students under five different language-based accommodations. Results indicate that many of these accommodations did not produce significant gains for the recipients. Some even had a negative impact. We believe several factors may explain these findings. First, newer assessments, including those developed for this study, may have been linguistically modified to the point that further modification has only a limited effect. Second, the language of instruction may have not adequately prepared students for the assessment. If the language of instruction (textbook, etc.) contains unnecessary linguistic complexity, then students may not have had the opportunity to learn the assessed content. A third factor is students’ unfamiliarity with these accommodations because they are seldom used in classroom instruction and teacher assessments. We discuss our findings and implications for policymakers, assessment developers, practitioners, and researchers.     

A Delphi Study and Initial Validation of Counselor Supervision Competencies

The authors addressed the lack of supervision training standards for doctoral counseling graduates by developing and validating an initial list of supervision competencies. They used content analysis, Delphi polling, and content validity methods to generate a list, vetted by 2 different panels of supervision experts, of 33 competencies grouped into 5 categories.     

Academic Optimism and Teacher Education

Abstract

Stereotypes are a particularly insidious factor in the formation of pre‐ and in‐service teachers’ images of students. Teachers who rely on stereotypes rather than try to see the students behind them run the risk of letting cultural and individual biases work to their own disadvantage and to the disadvantage of the next generation of high school students. This article describes a project called Teaching and Learning Together that brings preservice teachers into direct dialogue with high school students with the goal of helping preservice teachers learn to attend to high school students and analyze the pedagogical implications of that attention prior to undertaking teaching responsibilities.     

Current status of the lateral flow immunoassay for the detection of SARS-CoV-2 in nasopharyngeal swabs

Early detection of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and diagnosis of coronavirus disease 2019 (COVID-19) are priorities during the pandemic. Symptomatic and suspected asymptomatic individuals should be tested for COVID-19 to confirm infection and to be excluded from social interactions. As molecular testing capacity is overloaded during the pandemic, rapid antigen tests, such as lateral flow immunoassays (LFIAs), can be a useful tool as they allow greater test availability and obtain results in a very short time. This short review aims to present the analytical properties of LFIAs in the detection of SARS-CoV-2 in nasopharyngeal swabs. Lateral flow immunoassay is a method that combines thin-layer chromatography and indirect immunochemical sandwich method and allows the detection of a specific SARS-CoV-2 antigen in nasopharyngeal swabs. Swab specimens should be adequately collected and tested as soon as possible. Users should pay attention to quality control and possible interferences. Antigen tests for SARS-CoV-2 show high sensitivity and specificity in cases with high viral loads, and should be used up to five days after the onset of the first symptoms of COVID-19. False positive results may be obtained when screening large populations with a low prevalence of COVID-19 infection, while false negative results may happen due to improper specimen collection or insufficient amount of antigen in the specimen. So as to achieve reliable results, a diagnostic accuracy study of a specific rapid antigen test should be performed.